Computing
Intent:
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Reading skills and the effective use of vocabulary are essential to the development of effective computing skills. Computing has deep links with literacy, mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to make safe and respectful use of , and express themselves and develop their ideas through information and communication technology – towards a level suitable for the future workplace.
Implementation:
Our Computing progression model is broken down into three strands that make up the computing curriculum. These are Computer Science, Information Technology and Digital Literacy. Computer Science underlines the knowledge and skills relating to programming, coding, algorithms and computational thinking. Information Technology underlines the knowledge and skills relating to communication, multimedia and data representation and handling. Digital Literacy underlines the knowledge and skills relating to online safety and technology uses all of which are covered whether combined or discreetly.
We use the Purple Mash scheme of work across the academy and additional adult support to accelerate the pupils progression. Full implementation of the Purple Mash scheme of work should ensure consistency and effective progression throughout the school. We recognise that computing is a specialist subject and not all teachers are computing specialists. The Purple Mash scheme of work enables clear coverage of the computing curriculum whilst also providing support for less confident teachers to deliver lessons.
Lessons are broken down into weekly units, usually with two units taught per half-term. Units are practical and engaging and allow computing lessons to be hands on. Units cover a broad range of computing components such as coding, spreadsheets, Internet and Email, Databases, Communication networks, touch typing, animation and online safety.
Impact:
On leaving Charles Warren children will have the skills, knowledge and understanding needed to allow them make successful progress at Secondary school. This skills, knowledge and understanding include the ability to: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, and repetition in programs; work with variables and various forms of input and output use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
